📌Language Standards — Knowledge of Language2 standards
2L3Use knowledge of language conventions1 sub-part
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2L3a
Compare academic and conversational English
Compare academic and conversational uses of English.
📌Language Standards — Vocabulary Acquisition and Use11 standards
2L4Determine meaning choosing flexibly from strategies5 sub-parts
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.
2L4a
Use sentence-level context as clue
Use sentence-level context as a clue to the meaning of a word or phrase.
2L4b
Determine meaning of word with known prefix
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
2L4c
Use known root word as clue to meaning
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
2L4d
Predict meaning of compound words
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
2L4e
Use glossaries/dictionaries to clarify meaning
Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases.
2L5Demonstrate understanding of word relationships3 sub-parts
Demonstrate understanding of word relationships and nuances in word meanings.
2L5a
Identify real-life connections between words
Identify real-life connections between words and their use.
2L5b
Use words for identification/description
Use words for identification and description, making connections between words and their use (e.g., describe foods that are spicy or juicy).
2L5c
Distinguish shades of meaning among related words
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2L6
Use words/phrases including adjectives/adverbs
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
📌Reading Standards (Literary and Informational Text) — Craft and Structure3 standards
2R4
Explain how words/phrases suggest feelings
Explain how words and phrases in a text suggest feelings and appeal to the senses. (RI&RL)
2R5
Describe overall structure of a text
Describe the overall structure of a text, including describing how the beginning introduces the text and the ending concludes the text. (RI&RL)
2R6
Identify how illustrations support point of view
Identify examples of how illustrations, text features, and details support the point of view or purpose of the text. (RI&RL)
📌Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas3 standards
2R7
Demonstrate understanding via illustrations/text features
Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RI&RL)
2R8
Explain how points are supported by reasons
Explain how specific points the author or illustrator makes in a text are supported by relevant reasons. (RI&RL)
2R9
Make connections between self and text
Make connections between self and text (texts and other people/ world). (RI&RL)
📌Reading Standards (Literary and Informational Text) — Key Ideas and Details3 standards
Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL)
2R2
Identify main topic, retell/summarize
Identify a main topic or central idea and retell key details in a text; summarize portions of a text. (RI&RL)
2R3
Describe character responses / connections between ideas
In literary texts, describe how characters respond to major events and challenges. (RL) In informational texts, describe the connections between ideas, concepts, or a series of events. (RI)
2RF4Read grade-level text with accuracy/fluency2 sub-parts
Read grade-level text with sufficient accuracy and fluency to support comprehension.
2RF4a
Read grade-level text orally with accuracy/rate
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
2RF4b
Use context to self-correct word recognition
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌Reading Standards: Foundational Skills — Phonics and Word Recognition6 standards
2RF3Apply phonics and word analysis skills5 sub-parts
Know and apply phonics and word analysis skills in decoding words.
2RF3a
Distinguish long/short vowels in one-syllable words
Distinguish long and short vowels when reading regularly spelled one-syllable words (including common vowel teams).
2RF3b
Decode short/long vowel sounds in two-syllable words
Decode short and long vowel sounds in two-syllable words.
2RF3c
Decode regularly spelled two-syllable words
Decode regularly spelled two-syllable words.
2RF3d
Recognize root words, common suffixes/prefixes
Recognize and identify root words and common suffixes and prefixes.
2RF3e
Read all common high-frequency words by sight
Read all common high-frequency words by sight.
📌Speaking and Listening Standards — Comprehension and Collaboration7 standards
2SL1Participate in collaborative conversations4 sub-parts
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
2SL1a
Follow rules, actively listen, take turns
Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.
2SL1b
Build on others' talk through exchanges
Build on others' talk in conversations by linking their comments to the remarks of others through multiple exchanges.
2SL1c
Ask for clarification and further explanation
Ask for clarification and further explanation as needed about topics and texts under discussion.
2SL1d
Consider individual differences communicating
Consider individual differences when communicating with others.
2SL2
Recount/describe key ideas of diverse texts
Recount or describe key ideas or details of diverse texts and formats.
2SL3
Develop/answer questions, agree/disagree with speaker
Develop and answer questions about what a speaker says; agree or disagree with the speaker's point of view, providing a reason(s).
📌Speaking and Listening Standards — Presentation of Knowledge and Ideas3 standards
2SL4
Describe people/places/things/events with detail
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
2SL5
Include digital media/visual displays
Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings.
2SL6
Express thoughts adapting language to context
Express thoughts, feelings, and ideas clearly, adapting language according to context.
📌Writing Standards — Research to Build and Present Knowledge2 standards
2W6
Develop questions, participate in shared research
Develop questions and participate in shared research and explorations to answer questions and to build knowledge.
2W7
Recall/represent relevant information
Recall and represent relevant information from experiences or gather information from provided sources to answer a question.
📌Writing Standards — Text Types and Purposes4 standards
2W1
Write opinion using clear reasons/evidence
Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.
2W2
Write informative text with facts and closure
Write informative/explanatory texts that introduce a topic, use facts and other information to develop points, use content-specific language, and provide a concluding statement or section.
2W3
Write narratives with temporal order and closure
Write narratives which recount real or imagined experiences or a short sequence of events, including details to describe actions, thoughts, and feelings; use temporal words to signal event order, and provide a sense of closure.
2W4
Create response to text/author/theme/experience
Create a response to a text, author, theme or personal experience (e.g., poem, play, story, artwork, or other).